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All Journal Beyond Words : a journal on language education, applied linguistics and curriculum & instructions Jurnal English Education: Jurnal Tadris Bahasa Inggris ETERNAL: English Teaching Journal Indonesian Journal of English Language Studies (IJELS) Tarbawi : Jurnal Ilmu Pendidikan Edu-Ling: Journal of English Education and Linguistics Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Voices of English Language Education Society Pedagonal : Jurnal Ilmiah Pendidikan JOURNAL OF ENGLISH FOR ACADEMIC Jurnal Pendidikan Edutama Journal of English Education and Teaching (JEET) Jurnal Abdi Insani Ethical Lingua: Journal of Language Teaching and Literature Journal of English Language Teaching and Learning (JETLE) ENGLISH FRANCA : Academic Journal of English Language and Education Nusantara: Jurnal Pendidikan Indonesia EDUCASIA : Jurnal Pendidikan, Pengajaran, dan Pembelajaran APPLICATION: Applied science in Learning Research English Language Education Reviews Linguistic, English Education and Art (LEEA) Journal Indonesian Journal of Educational Development (IJED) EDULIA: English Education, Linguistic and Art Journal International Journal of Innovation and Education Research Jurnal Bilingual Kajian Pendidikan, Seni, Budaya, Sosial dan Lingkungan ETERNAL: English Teaching Journal English Education: English Journal for Teaching and Learning Journal of Linguistics and Social Sciences
Iis Sujarwati
IAIN Raden Intan Lampung
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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The correlation between writing attitude and academic writing competence at state university in Bengkulu city Julmukya, Tiarsa; Sujarwati, Iis; Sofyan, Dedi
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 1 (2025): May 2025
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i1.4678

Abstract

This study aims to examine the correlation between students’ writing attitudes and academic writing competence among state university students in Bengkulu City. The samples of this research were 111 University students. This research used three instruments, they are: questionnaire, writing test, and interview. This research used a mixed-method design with the explanatory sequential design. The data were analyzed by using application SPSS 29. The mean result of writing attitude was 74.31. It was categorized as had positive attitude. The mean result of academic writing competence was 78.87. It was categorized as very good. Pearson product moment correlation was used to find out the correlation between. writing attitude and writing competence. The result showed that Pearson correlation coefficient (r) is 0.824, indicating a very strong positive correlation between writing attitude and academic writing competence. Based on the interview the affective responses revealed that students generally perceived academic writing as a vital component of their academic development. Most participants acknowledged that writing facilitates the communication of ideas, enhances critical thinking, and supports the demands of academic and professional tasks.
THE INFLUENCE OF USING WH-QUESTION AS TEACHING GUIDANCE TOWARD THE STUDENTS’ ABILITY IN WRITING RECOUNT-TEXT Sujarwati, Iis
English Education: Jurnal Tadris Bahasa Inggris Vol 5 No 1 (2013): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v5i1.534

Abstract

The objectives of this research were (1) to know about the students’ ability inwriting recount text after being taught without using wh-question as teaching guidance,(2) To know the students’ ability in writing recount text after being taught by using Whquestion as teaching guidance, and (3) To know whether there is a significantimprovement of the students’ ability in writing recount text who taught by using whquestion.The hypothesis of the research are (1) There is no significant improvement of thestudents’ ability in writing recount text who taught by using wh-question (H0) and (2)There is a significant improvement of the students’ ability in writing recount text whotaught by using wh-question (H1).This research is using an experimental design and quantitative method. Incollecting the data, the researcher used pre-test and post-test. The hypothesis was testedby using t-test.The research findings have shown the result of control class which is theiraverage score at pre-test is 55, 51. Then, their score at post test is 60, 89. Meanwhile, theresult of experimental class showed an improvement score from 55, 7 at pre-test andbecame 69, 28 at post-test.By seeing the result of hypothesis testing, it is gained that at the significant levelof 0.05 (5%) t-ratio (4.09) is higher than t-table (2.00) or 4.09 > 2.00, so that H0 is rejectedand H1 is accepted. Therefore, the hypothesis of this research is proved.
An Investigation of Interactivity Function of Discourse Markers used by Non-Native English Speakers in a Casual Conversation Sujarwati, Iis
English Education: Jurnal Tadris Bahasa Inggris Vol 10 No 1 (2017): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v10i1.876

Abstract

This study reports on an investigation into the use of Discourse Markers in the matter of interactivity function during an individual task performance. The study involved four (4) Non-Native English Speaker students who are classmates of English class. The context of the conversation was in terms of casual conversation which happened before class. The participants discussed about ‘task’ and ‘holiday’. The conversation consisted of 318 turns in 14 minutes 38 seconds (14:38’). To reach the goal, the student’s expressions were recorded and transcribed based on turns. The transcription was then analyzed and interpreted. The findings show the DMs of interactivity mostly used in the conversation are “well, yeah” which are aimed to provide a fairly non-committal response to what has just been said.
A Grammatical Error Analysis Produced by Google Translate Sujarwati, Iis; Lorenza, Oktazsya Marjelina
English Education: Jurnal Tadris Bahasa Inggris Vol 15 No 2 (2022): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v15i2.13853

Abstract

Grammar has an important role to build a communication process, it is used to make a clear statement about the time of a verb occurs. This research is aimed to find out grammatical errors in terms of tense, active, and passive voice abstracts in translation of abtracts from Indonesian language to English produced by Google Translate. Descriptive qualitative method was used as the research method in this research. The population of this study was twenty abstracts that were taken from the University of Bengkulu’s Repository. The instruments that was used to collect the data were documentations and checklists. Keshavarzʼs (1999) theory was applied to analyze the data. From the data analysis it was found that tense was the most dominant error produced by Google Translate. Meanwhile, the active and passive voices error were rarely found. It can be inferred that as a tool, Google Translate cannot identify the tense of the sentences being translated. This is possible because tenses are closely related to the context of which the time a verb in a sentence happens, which can only be analyzed and understood by humans
Rhetorical Structure of Students’ Speech in Public Speaking Class Akbar, Muhamad Kenzo; Syafryadin, Syafryadin; Sujarwati, Iis; Pradana, Satria Adi
English Education: Jurnal Tadris Bahasa Inggris Vol 17 No 1 (2024): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v17i1.20640

Abstract

Speech is part of the communication process, and this communication is effective if the message delivered by the speaker can be received precisely as it exists in the speaker's mind. This study aims to identify the move and step’s rhetorical elements, commonly taught in public speaking courses. This study's research design was qualitative design. 20 speeches from English education students in the University of Bengkulu public speaking course served as the research object. Using an adapted model. In this study, researchers used the checklist method as a research instrument. The frequency and steps of agreement in this study were determined manually. This study was analyzed by tabulating frequency data and providing examples of the moves and steps seen in the video. It was found that 2 moves had a frequency of 100% and 3 steps of 12 steps analyzed had a frequency of 100%. The moves are Introduction and Content. Steps with a frequency of 100% are Greeting the audience, Hortatory/narration, and presenting an argument. Meanwhile, 3 steps with a 90% - 95% frequency are announcing the topic, suggestion, and thanking. There are 2 steps that never appear in this study: outlining structure/indicating scope and describing a process/series of events. In this study, the researchers concluded that 2 moves and 3 steps were found with a frequency percentage of 100%, and 3 steps were found with a frequency percentage of 90% - 95%. In addition, 2 steps never appeared in this study
Figurative Language Expressions in English Language Selected Videos Posted in TikTok Application Nabila, Succia Putri; Azwandi, Azwandi; Sujarwati, Iis
Journal of English Education and Teaching Vol. 8 No. 3 (2024): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.8.3.569-585

Abstract

The purpose of this study is to describes the types of figurative language found in English selected videos from TikTok application. And also, tried to find out the functions of figurative language in these selected videos. A descriptive qualitative was undertaken to investigate the research question in this study. The result of the study showed that there are eleven types of figurative language found in these videos. Including simile, personification, apostrophe, synecdoche, metonymy, symbol, allegory, paradox, hyperbole, understatement and irony. Simile, synecdoche, symbol, allegory, and paradox are the dominant type found in the selected videos. Meanwhile there are five functions of figurative language discovered through the videos consist of referential function, expressive function, conative function, poetic function and phatic function. The poetic function is the most one used in the selected videos. The use of figurative language in some selected videos from TikTok application it might contains beatify meaning and also non literal meaning. Some creators of the videos used figurative language to share their opinion about love, live, daily life and also sensitive topic.
PENINGKATAN KOMPETENSI PEDAGOGIK GURU MELALUI PELATIHAN PENGGUNAAN ARTIFICIAL INTELLIGENCE DALAM PENGAJARAN BAHASA INGGRIS Sujarwati, Iis; Sofyan, Dedi; Julmukya, Tiarsa
Jurnal Abdi Insani Vol 12 No 3 (2025): Jurnal Abdi Insani
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/abdiinsani.v12i3.2397

Abstract

Penguasaan teknologi telah menjadi kompetensi pedagogis penting yang harus dimiliki oleh para pendidik modern untuk dapat berinteraksi secara efektif dengan para siswanya. Di Lubuklinggau, ditengarai masih banyak guru bahasa Inggris yang kesulitan untuk mengintegrasikan kemajuan teknologi, khususnya Kecerdasan Buatan (AI), ke dalam praktik mengajar. Kesenjangan pengetahuan ini menyoroti kebutuhan mendesak akan pelatihan yang terarah yang berfokus pada pemanfaatan AI untuk meningkatkan pengajaran bahasa Inggris secara efektif dan efisien. Tujuan utama dari pelatihan ini adalah untuk meningkatkan keterampilan pedagogis para guru agar dapat mengembangkan dan memberikan pengalaman belajar yang memenuhi harapan dan tuntutan pendidikan kontemporer. Untuk mencapai hal ini, program pelatihan menggunakan berbagai metode seperti: ceramah, diskusi interaktif, dan evaluasi praktis, dilakukan untuk melibatkan peserta secara mendalam dan memfasilitasi pemahaman materi yang komprehensif. Proyek Pengabdian Masyarakat ini dilakukan melalui kemitraan kolaboratif antara IAI Al-Azhar Lubuklinggau dan Musyawarah Guru Mata Pelajaran Bahasa Inggris Sekolah Menengah (MGMP). Kemitraan ini mempertemukan para pakar pendidikan dan guru-guru lokal untuk menumbuhkan lingkungan belajar yang memperkaya. Kuesioner terstruktur diberikan kepada para peserta untuk mengevaluasi efektivitas pelatihan. Data yang dikumpulkan dari evaluasi ini menunjukkan respons yang sangat positif, dengan 95% peserta menyatakan puas dengan kegiatan pelatihan dan mengakui potensi dampaknya terhadap praktik mengajar mereka. Sebagai kesimpulan, bukti menunjukkan bahwa inisiatif pelatihan ini telah berhasil meningkatkan kompetensi pedagogis guru bahasa Inggris di Lubuklinggau, membekali mereka dengan keterampilan yang diperlukan untuk menciptakan pengalaman belajar yang lebih relevan dan inovatif yang sejalan dengan lanskap pendidikan yang terus berkembang
The Preparedness of English Teachers to Implement Deep Learning in Middle School Riani, Asma; Sujarwati, Iis
EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran Vol 10 No 2 (2025): Educasia, 10(2), August 2025
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/educasia.v10i2.359

Abstract

The intention of this study is to evaluate the preparedness of junior high school English teachers in Bengkulu Utara to implement deep learning strategies in their classrooms. The application of deep learning methodologies, which emphasize active engagement, critical thinking, and real-world application, purpose to target improvement, communication, and student outcomes. The study applied a structured questionnaire to evaluate the knowledge, skills and attitudes of 50 teachers towards deep learning. The findings indicated that while teachers displayed considerable knowledge (mean = 3.9) and favourable attitudes (mean = 4.1), their competencies in implementing these strategies were less advanced (mean = 3.7). The study's findings underscore the necessity for ongoing professional development to refine teachers' practical skills, especially in the fields of lesson design and technological integration, therefore ensuring the optimal utilization of deep learning in English language pedagogy.
Rhetorical Structure of Discussion Sections in Undergraduate Theses Written by students of the English Tadris study Program at IAIN Curup Haryanti, Septri; Arsyad, Safnil; Sujarwati, Iis; Maisarah, Ira; Sofyan, Dedi
International Journal of Innovation and Education Research Vol. 4 No. 1 (2025): International Journal of Innovation and Education Research (IJIER)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijier.v4i1.43401

Abstract

This qualitative study investigated the rhetorical structure of discussion sections in undergraduate theses, addressing a notable gap in research concerning specific institutional contexts and the need to examine the source of guidance and references utilized. The objectives of this study were to identify the rhetorical moves and steps employed by students, to explore how these patterns evolved across academic years (2020-2024), and to analyze the sources of guidance and references used. A corpus of 35 undergraduate theses from IAIN Curup's English Tadris study program was subjected to manual text analysis using the Loan & Pramoolsook (2015) framework. Further insights were gathered through semi-structured interviews with seven students who have graduated, with data analyzed using thematic analysis. The findings revealed that fundamental rhetorical moves, such as Move 2 (Reporting Results), were consistently obligatory. However, significant absence and trend to be optional were observed in higher-order analytical and evaluative moves, with crucial steps within Move 4 (Commenting on Results) often being optional, and Move 5 (Summarizing the Study), Move 6 (Evaluating the Study), and Move 7 (Deductions from the Study) rarely incorporated. Furthermore, the study identified that students primarily relied on previous theses and supervisor feedback for guidance. Formal institutional resources, such as the guideline book and academic writing classes, were underutilized. This suggests a need for more targeted pedagogical interventions to encourage advanced rhetorical competence in undergraduate thesis writing among students in the English Tadris study program at IAIN Curup. Keywords: Rhetorical Structure, Discussion Section, Undergraduate Thesis, Thesis Discussion Section, IAIN Curup
Short video TikTok in EFL: How does it impact students' vocabulary mastery Maria, Leni; Sujarwati, Iis
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 2 (2025): August 2025
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i2.4721

Abstract

While TikTok videos have shown promising effects on vocabulary learning among junior and senior high school students, further research is warranted to assess their impact on vocabulary mastery in twelfth-grade students specifically. This study seeks to evaluate the effectiveness of TikTok videos in enhancing vocabulary mastery among twelfth-grade students in senior high school. Employing a quasi-experimental design, the research involved 70 students divided equally into an experimental group and a control group. The data were collected in both groups through pre-tests and post-tests using multiple-choice items to measure students’ vocabulary mastery. The results from the statistical analysis of the paired-sample t-test indicated a significant improvement in vocabulary mastery for students using TikTok videos. This made strong evidence that TikTok videos were significantly effective in enhancing vocabulary acquisition among the twelfth-grade students. Although the study involved only a specific group of words, it offers valuable insights for educators seeking innovative strategies to improve students’ vocabulary acquisition through engaging digital media.
Co-Authors Adalta, Febri Aini Ade Andriani, Fitri Agus Hidayat Ahmad Nofrian Akbar, Muhamad Kenzo Alamsyah Harahap, Alamsyah Annur, Yusri Fajri Arisman Arisman arsyad, safnil Aydawati, Emilia Ninik Ayuaneka, Debi Azwandi Azwandi Azwar, Taufik Akbar Cahya Negara, Agung Dahlia Erviona, Lussy Fitri Amalia Hamidah, Muthia Haryanti, Septri Ira Maisarah Juliana Othman, Juliana Julmukya, Tiarsa Ledy, Neris Mayang Leni Maria Lorenza, Oktazsya Marjelina Mahfuzh, Muhammad Rifqi Mawarni Mawarni Nabila, Succia Putri Ningsih, Anggara Nurmaisa, Nurmaisa Parel, M.Ewaldo Permatasari, Chindy Yulia Pradana, Satria Adi Puspitasari Putri, Anisa Hersa Rezita, Reza Riani, Asma Rianyansa, Ari Andre Sari, Cintami Velia Sari, Meliya Sofyan, Dedi Sugiyati, Sugiyati Suningsih, Sri Syafryadin, Syafryadin Wisma Yunita Yueh Yea, Lo Yuhariah, Feti